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2004 - International Communication Association Pages: 29 pages || Words: 8693 words || 
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1. Riggs, Karen. "The Digital Divide’s Gray Fault Line: Aging Workers, Technology, and Policy The Digital Divide’s Gray Fault Line: Aging Workers, Technology, and Policy The Digital Divide's Gray Fault Line: Aging Workers, Technology, and Policy" Paper presented at the annual meeting of the International Communication Association, New Orleans Sheraton, New Orleans, LA, May 27, 2004 Online <.PDF>. 2019-05-26 <http://citation.allacademic.com/meta/p112421_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Drawing on the author's ethnographic and textual analysis research over a five-year period in the United States, the paper observes that older generations of workers are getting used to the new models of technology-driven communication but may not feel "at home" in them. The author suggests steps for policy makers to stimulate and reward older workers, whose roles in the "new work" are both vital and threatened. Proceeding from data suggesting that work status often drives home computer and Internet competencies and usage in the lives of Americans over 50, the author acknowledges that the advancing age of Baby Boomers will cause some generational differences in competency and usage to disappear, but cultural differences among elders will persist. Effective public policy for curing the Digital Divide must include attention to older Americans on the margins, many of whom are single women, racial minorities, and residents of central-city or rural areas, the author claims. Recommendations include:
1. Tailor retirement systems for individual differences.
2. Make employment sectors elder friendly.
3. Make the educational system non-discriminatory.
4. Eliminate ageist practices inside the academy.
5. Strengthen policies to deter age discrimination by employers.
6. Encourage inclusive images of older workers.
7. Stop retrofitting facilities to "shoehorn" in disabled (often older) workers.
8. Encourage intergenerational learning communities.
9. Pursue age studies and intergenerational research.
The author concludes that citizens must assume a collective responsibility for re-creating social environments that will accommodate unprecedented complexities of intergenerational living in today's world.

2011 - 4S Annual Meeting - Abstract and Session Submissions Words: 250 words || 
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2. Balka, Ellen. "The Technology of Art and Art of Technology: Exploring the Materiality of Technology through Art" Paper presented at the annual meeting of the 4S Annual Meeting - Abstract and Session Submissions, Crowne Plaza Cleveland City Center Hotel, Cleveland, OH, Nov 02, 2011 <Not Available>. 2019-05-26 <http://citation.allacademic.com/meta/p519809_index.html>
Publication Type: Paper Abstract
Review Method: Peer Reviewed
Abstract: Recent scholarship in science, technology and society studies (STS) suggests that a greater focus on the materiality of technology can contribute to our understanding of the nature of technological change. Leonardi & Barley (2008) have suggested that the epistemological and ontological nature of the relationship between the material and the social remains unresolved. They have suggested that scholars have had difficulty grappling with the materiality of technology because “they often conflate the distinction between the material and social with the distinction between determinism and voluntarism” (p. 159). They suggest that one result of the equation of materialism with determinism is that STS scholars have generally paid little attention to technology’s material constraints and affordances, preferring instead to focus on the embededness of technologies in their social contexts, and the ways that social contexts influence technological change. Although social contexts into which technology are introduced are clearly important, focusing on social aspects of technology directs attention away from material features of technology people use. Drawing on insights gained from ethnographic observation and interviews, in this paper I explore the materiality of technology in relation to technologies used in the practices of art. Developing a better understanding of the characteristics and properties of technology can help us develop strategies and mechanisms for anticipating and responding to the complexities of contemporary technological systems. This work will help build a dialogue between artists and technologists, both of whom serve to benefit from greater interaction across what is often perceived as an art/ technology divide.

2017 - Leading Learning for Change - AECT Words: 62 words || 
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3. Dogan, Selcuk., Agacli-Dogan, Nihan., Ates-Ozdemir, Emsal., Aybat, Burcu. and Ozdemir, Mehmet. "Promoting Technology Use Through #etusp: Importance Of Technological And Technological Pedagogical Knowledge" Paper presented at the annual meeting of the Leading Learning for Change - AECT, Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida, Nov 07, 2017 <Not Available>. 2019-05-26 <http://citation.allacademic.com/meta/p1263831_index.html>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: Despite the importance of technology knowledge both in theory and practice, there is a paucity of research examining the effect of teachers’ different technology-related knowledge on their technology use in the classroom. The current study addresses this gap using data from a technology-based professional development (PD) program implemented in Turkey. Researchers, program evaluators, and PD designers can benefit from the results presented.

2010 - Theory vs. Policy? Connecting Scholars and Practitioners Pages: 11 pages || Words: 2781 words || 
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4. Lewis, Jeffrey. "American Technological Myopia: How the Fascination with ‘High’ Technology leads to the Dangerous Tendency to Underestimate Simple and Effective Technologies" Paper presented at the annual meeting of the Theory vs. Policy? Connecting Scholars and Practitioners, New Orleans Hilton Riverside Hotel, The Loews New Orleans Hotel, New Orleans, LA, Feb 17, 2010 Online <PDF>. 2019-05-26 <http://citation.allacademic.com/meta/p416778_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Improvised explosive devices (IEDs) or roadside bombs have been a staple of guerilla and insurgent groups for more than a century since they provide weaker forces with the opportunity to strike when their adversaries are vulnerable. Given this, the lack of preparation of American forces for dealing with and responding to IEDs in Iraq is curious. One of the reasons is that American planners have a form of near-sightedness when it comes to technology, believing that American technology will invariably outperform the less sophisticated technologies of its adversaries and that context does not matter when it comes to technical performance. These assumptions have led to a tendency to under-estimate the effectiveness of technical systems that integrate elements of high and low technology in a context dependent manner.

2013 - Ninth Annual Congress of Qualitative Inquiry Words: 147 words || 
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5. Chitiyo, Rufaro. and Rawiszer, Hannah. "Wait, So You Did This Together?: Two Graduate Students' Experiences with Co-Teaching and Co-Grading. Rufaro Chitiyo, Tennessee Technological University, and Hannah Rawiszer, Tennessee Technological University" Paper presented at the annual meeting of the Ninth Annual Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 15, 2013 <Not Available>. 2019-05-26 <http://citation.allacademic.com/meta/p642772_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this performance piece, we will present our experiences as instructors of a graduate level qualitative research course in Education. As doctoral students with no previous experience teaching the assigned course, we discovered early in our journey that trust was a key factor for our and our students’ success. For the two semesters that we taught the course, we not only taught together during each class session, but also graded every assignment side by side. That was one way we gained trust from our students. Our decision to teach and grade together as a team was based on the possibility that students could take advantage and set us against each other. By focusing on each other’s strengths during our coteaching and cograding, neither of us emerged as the main instructor. Instead, we established collaborative teaching methods that proved the feasibility of success in both coteaching and cograding.

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